They Want to Break Free

What is in your mind when you hear a word "childhood"? If somebody asks me that, I will possibly answer that childhood is all about playing, gaming, and all having fun. In term of learning, children would like to learn something if they feel free to learn. Feeling happy and feeling free to do something exciting will affect them to memorize what they see, what they hear and what they do in their long term memories. Are you with me?

Two days ago, my little cousin, who is still first grader of elementary school, came to me. He had an English homework. He had to write a missing lyric of an English Song. What a homework! In fact, he is learning how to write a word and a bit sentences. I even didn't believe it for the first time till I saw his book. It really didn't make any sense.

English is taught as the Foreign Language, here in Indonesia, since most of Indonesian children know English after they know their mother tongue(Javanese, Madurese, Banjarese and so forth), then Bahasa Indonesia as an official language of all. English is just an optional subject to give in elementary school, not a compulsory one. I have no idea whether any regulation of giving this subject to students of elementary school and on which grade it supposes to give. The first grader student is just learning how to write each single word, phrases and later on simple sentence in Bahasa Indonesia, they learn to read by spelling the words per syllable. If teacher pushes them to read English word or phrase in which is totally different with how to spell and to read in Bahasa Indonesia then you'll figure out what's happening. Look at his face. Can you imagine how their heads work? If you are supposed to be able to see what is in their heads, you will be able see question marks (confusing) and also exclamation marks (irritating). Do you see that marks? Of course not, it is the same as you wouldn't see their confusion but surely you know it. So, why don't we think it over wisely?

What is pondering my head is that English as Foreign language shouldn't be taught on that way, right? It's really helpful if we learn about language acquisition before asking the first grader students to write or to read English words so that we can provide easier teaching learning process, although I slightly disagree of teaching English on such a heavy way to first, second or third grader students of elementary school as they are mostly learning how to write and to read their second language (Bahasa Indonesia)officially. We have to make a deep learning on how someone acquire new language so that we can formulate an appropriate approach, technique, and method based on the characteristic of our students since different object will need different treatment. Let them be good in writing and reading their second language so that they don't feel distracted with the next new language that we are going to teach. It doesn't mean that I want to discourage one who has taught English to beginner. I just want to say that there are some considerations on introducing English to first grade learners.

Is that impossible for us to teach English for the first grader? I think it is quite possible to introduce new language to beginner but under some considerations, of course. We should think the time allocation, the material, and the most important things are the approach, technique and method presented. In the following discussion, I would like to elaborate the discussion on how we find good ways of presenting English for beginner. Making the students learn English but still they are not frustrated with English. Learning by playing might be as one of big shots of presenting the new language, though there are many techniques and methods that teachers can do in the classroom activities.

English has cycle of skills to master namely; listening and speaking, then reading and writing. Don't we realize that first grader students are learning how to read and to write in Bahasa Indonesia since they have learned the first couple skills that is listening and speaking. It means that the students have partly known about Bahasa Indonesia orally. Their kindergarten teacher or their parents told them in Bahasa Indonesia (they listen) after that they repeat and then use it (they speak). So, they have already known how to name things though they don't know how to write it. They are able to communicate in Bahasa Indonesia though they don't know how to write their speech in sentence. By considering the English Skill cycle, we could teach them by starting the first two of English skill, they are listening and speaking. Let them listen how to name single thing in new language. Let them draw their understanding of labeling thing in new language. We can help them learn in context by presenting real things, pictures, and other media to make the concept clear and real. Step by step! Be patient because it is not as easy as the theory! As they are in process of digesting new knowledge input, we can guide them to speak out what they have learned (listened). Don't push them to write, it will be dangerous thing. It will make them confused as I write above that English words are pronounced differently with the spelling.

After all, Some of us (teachers) try to teach them English as the regulation in our school states that. The school (mostly the principal) try to make an image that by giving English as the optional subject(muatan lokal) from the first grader, it will make the school become "more prestigious". The conflict of interest between the students' need of having broad knowledge with the system is sometimes on wide gap.In fact, most Indonesian students of elementary school (especially in remote area--they're even learning their second language) haven't been taught English before. They don't know how to name something in English but still we push them to do what they don't know. What a poor!

Furthermore, the problem will emerge if teacher teaches students as my opinion above (since I would rather not to teach first, second and third to read and write). The problem mostly come from the regulation of school is that the evaluation needs authentic measurement on what has been taught. How could it be? if you teach students but their parents as well as the principal can't see the material that you've given on their book.To prevent this problem arise, you need to talk to other teacher especially the principal, as the decision maker, how you run your English program. The education is not just about numbers. Learning is not about grade point. Learning is a process. Process of changing behavior, knowledge, attitude, mind set and all aspects of human kind to be better. If you cook vegetable then you find it over cooked, then the following day, you cook the same vegetables and you make it. You write nothing and read nothing, isn't that learning? Experience teaches you so. Experience is the best teacher. Make your students experience the process of having English in classroom then. Sometimes, The system and regulation need as what they want though they don't even know about what they want. They want the students master English well and they don't know about how to present English (new language in common), finally they push the English teacher do what they want to but don't let him does what he want to do. That's really irritating, isn't it? But never give up to do your best, teachers!

Don't Judge The Students from Their Pimples

Talking about challenge, obstacle, or problem in term of Teaching Learning Process (TLP) will never end. It emerges from the whole sides of direction. It is affected by the stake holders of education namely; students, teachers/school, parents/society, government. The most first answer raising when I ask my fellow English teachers about their problems of teaching English as Second Language, or actually in Indonesia is the Third/Foreign Language, is that: "MY STUDENTS ARE POOR IN ENGLISH BECAUSE THEY DON'T HAVE GOOD MOTIVATION IN LEARNING ENGLISH". What's about you?

The answer above was definitely MINE as well. I used to believe that it was my students that have no ample motivation in learning English. They found that English is such an Alien language. The words and how to pronounce them is totally different with how Bahasa Indonesia spelling and pronunciation are. I thought that the students should find their own objectives of mastering English in order to have the benefit of learning English itself that I formerly believed will drive them to get their own courage and curiousness of English. They are supposed to realize that English is deadly important for their future, English is the key of the world, If you want to hold the world on your hand, then you must master English, and so forth. The saying was and is still totally good and I find that there's nothing wrong with the all saying above BUT the context itself that is inappropriate. It sounds like blaming all the "sin" to students. What a poor student!

Once, as I stated the answer to a friend of mine, then, he posed a question back. "Have you made a research of your finding(which is actually just an assumption)?" he asked. I blushed "How dare I am of saying so!" I yelled out silently. I fell in the depth of my reflection. Questioning all the excuses that I used to make them for excusing my failure. Eventually, I realized that I had judged something from its surface look as if it's such the whole understandable finding that I grabbed from a trustworthy research. I called it personally "judging the students from their pimples". It means that it is like small thing but not so simple as the look, it is so important and sometimes unimportant as well, it is nothing to do between pimples and students' ability in English as it has no significant correlation between low motivation, that you never know the cause, and students' ability. What a confusing! yes, we sometimes don't have ideas about things that we are being talked about and of what we are doing, then finally found that the students are the black sheep.

Let's use the point of view of "positive thinking". An old saying states that if you point to other people accusing that they are bad (using index finger), it will mean that other four fingers are pointing into you yourselves. So, let's take a better look if there's something wrong around us, it must be something wrong with us. If the students don't have good motivation in learning English, it could be possibly WE that are fail to motivated them by our techniques, methods, personality (as moderate facilitator, wise motivator, and or real inspiration), or many other factors influenced the TLP. Before blaming students or others, let's answer the self-reflection questions honestly; Have we taught them in a well-planned scenario that involves appropriate technique and suitable approach? Be well-prepared!; Have we given all our best to them? Be Professional! Have we been a warm personality for the students? Be good listener! Have we?

Furthermore, "Intake" is the next victim of teachers' assumption. The Low Intake Students are the obstacles of TLP. How can we say that they are Students of Very Low Intake while we haven't take any research to measure it? We even don't know how to make reliable and valid instruments to prove those prejudices or assumptions. How can we say that we have taught our best while we haven't applied any appropriate approach and technique for their ability level? It's easy to say but it's hard to do, isn't it? But the point is that it is more urgent to answer "How to increase the intake?" rather than just to blame others. Any better ideas?

Besides, the Prior Knowledge or Background Knowledge is like the domino effect of blaming others. The Lecturer blames the Senior High School teacher for the poor product (out put), then the Senior High School teacher blames the Junior High School teacher for the bad performances of their out-put, next the Junior High School teacher blames the Elementary School teacher for neglecting the important of basic knowledge to the next level of study, later on the Primary School teacher blames the students of the lack of learning the subject, finally the students blame the teacher of being grumpy, lazy, bossy and vice versa. Who wants to be blamed?
We are then quite busy in blaming others that even don't have correlation on this big matter as judge the students from their pimples. It is clearly strange and irrational, isn't it? So, STOP FINDING THE BLACK SHEEP then START DOING BEST WHAT WE SHOULD DO!

Character Building

When I pushed the button of my remote control, The tube displayed some high school students striking another students in a highway. Some of them holding sickles, a strap with motorcycle gear at the end of it, and other dangerous stuffs brandished above their head. I questioned myself as a teacher "Is that the product of our education?". I pushed another button of my TV set, and again, it's reported some university students burning down their own campus after having physical crash with other students of another faculty. What's wrong with our education? Who cares! Do you?

Let's make it clearer here. If there is a question; who is responsible for our education product? then what is your answer? (Teachers, Parents, Society, or Government). If you pose the question to me as a teacher, I would say that we're all involved in this BIG DEAL. We're responsible of our own role in education system. Don't black shipping! Let's be wiser in responding this case. Have you asked your self of what your contribution is?

We're quite busy in debating our theory. We're frequently debating a trivial thing not the essence one. We often blame others without having the concrete solution of what we're talking about. Then, the flame of conflict changes into big fire as we realized that we have made mistake, and finally it's too complicated and complex to over come. Never late for having a CHANGE!

Lee Kwan Yew, Singaporean Prime Minister, firstly built his people characters in the first year of his administration. Then, in second year of his administration, he built a thousand public toilets. He asked to put a thousand wallets in which some hundred dollars were put into the wallet. The wallets were put in each toilet provided. One day later, the wallets were checked. Surprisingly, not even one of the wallet gone. The wallets were in the initial place. The second day, having been checked, It's found that a wallet was gone,but It was finally found in the Police station. What an achievement! Can you imagine if that occur here in Indonesia? Let me tell you my experience here, someone yelled to me when I stopped in an intersection that there's a traffic light. I stopped since the light said red but unfortunately a boy in white and blue uniform behind me wanted to break through the red traffic light, which actually means STOP. What's wrong with us?

Let's talk more about the regulation. I think that you're quite familiar with the issue of Character Building in our education. UU No. 20/2003 about National Education System (Sisdiknas) stated the goal of our education clearly. It's not simply about knowledge but also moral attitude. Unfortunately, we just build the brain not the heart, as a matter of fact, we can see how a child, who is in school age, having a homework and then his/her parents do it. At school, how could the teacher comes late (without reasonable excuses)and asks the students to be discipline and on time instead. So what?

Character building is integrated in each subject of lesson. It's taught through good habit. Making the learner to be accustom with discipline (being on time, doing homework or assignment etc.), with team work, with being respectful, with being care, with being sympathetic and so many positive characters of human being are deadly more important than just numbers, chemical reaction, or momentum.

Let me elaborate my writing here in my part of teacher. I want to give ample opportunity for us to think for better ideas. Build the students' character is a process even long process and integrated in some aspect of life. Building "animate thing" is not as easy as building a big house. It should be a good figure to execute this process. The teacher or parents should be an inspirational figure for the learners/children to learn how should behave and what to do. Teaching by doing. They need visual description of how they should be. If the words don't get along with the behavior then it must be a breaking point of the learning process itself. So, Grow up! Be Wise!

As a teacher, don't try to underestimate the students' learning attitude in the teaching learning process. We have to give quite enough time to give them more exposure of their character building for instances; start the lesson with a morning prayer and end the study with prayer as well (be faithful), facilitate them to present their works in front of the class (be courageous), get them to accustom with being on time coming to your class (be discipline), control their obedience of the school rule (be emphatic), make them work in a team (cooperation), don't make them try to cheat (be honest), make them pay attention to anybody who is speaking/explaining (be respectful) and so forth. I think you're better in this turn.

Building the students' character is a long process of good habit. We have to build their good character starting from their home, then their school, their society, and of course must be supported by the political will of the government in regulations. The three parties of the stakeholders of education (teachers, parents, and government) should work together hand in hand to make them aware of the real goal of education. Sometimes, I experienced myself that parents don't get involved in learning process. They signed the paper works of their children but never asking what is going there during the lesson or asking what the problem comes into their study. Learning seems to be teachers' responsibility but not parents. Parents come to school just if their children are in case of breaking the rule of the school. And mostly branded that if there is an invitation from the school, it must be asked for donation.

In addition, the education matter has been thrown into a political business. The regent or governor broadly used the term "Pendidikan Gratis". The big question then is; what is meant by FREE OF CHARGE here? The word free actually refers to free of monthly tuition since the local government subsides the budget to school. Unfortunately, public translate it into different lexical term. It means that free is free of EVERYTHING. Then, The school has to think hard to manage the limited budget for carrying out of the teaching learning process and so forth. Some people say that with or without money, education should be done as good as possible. Are you with those people? How poor!

It's too complex if we talk about our education system. The problem is not merely talking about how to teach and how children of school age get better education for better future but it's all about many things. This big deal should be solved together hand in hand among the school, parents, and the society in which the students live in. Stick together! Learning is changing to be better. Learning is a process in a span of time which out put is sometimes out of our expectation. Be patient and do your best action!

Teaching is an Art and a Science

     I do believe that Teaching is a Science and an Art as well. Let me elaborate my ideas on this stuff based on my teaching experience. I try to start with some complaints and sighs of some fellow teachers. Allow me to quote my friend's word in a bit desperate "I've been trying to use all techniques and methods of teaching, but still, my students did badly on their performances". Then, what to say!
     The 'teaching disaster' has been started, unconsciously, with a prejudice that the students is an object of teacher's superiority. In sarcasm, I call it as "teacher's toys". What a pathetic! Did you do that on your classroom? I guess you'll say "I DIDN'T". It occurs all the first time, to me at the beginning as well. We are not to dare to speak frankly to ourselves that we made a big mistake. Have you got your courage to criticize yourself? Have you?
      I found my mistake as I lost my voice when I was teaching fourth grader in a remote area primary school. I taught them about 'things around the class. "I've mastered all the thing and the students haven't" my brain whispered. I thought to be teacher is simply about how well you master the subject. I got "science of teaching" in many books and expert. I've learned many techniques and methods such as jig saw, one stay one stray, role play, game and song etc. but It didn't work. I wrote the name of all things. Once, I wrote 'CEILING' that meant plafon/langit-langit in Bahasa Indonesia. I asked them to repeat after me, then, they screamed out loud 'CELENG' that meant boar in Javanese language and laughed out loud afterward. I lost my temper. I thought that they had underestimated me. Being upset, I taught them in a high tone but, of course, it didn't over come the problem. The high tense atmosphere to show that you are the boss will definitely screw up the teaching learning process. Wanna try? Don't try that EVER!
     Since then, I did realize that they didn't merely need English but they need the teacher's patience and passion as well. I worked hard on it. Learning how to teach an orphan boy, some spoilt girls, a couple of day-dreamer skinny students, a talkative fat girl student and so many characteristic of students. Teaching is not only about inanimate matter but also animate one. Teaching is not just giving or transferring knowledge (I don't believe  that we really have it in our brain instead of a full hand of bloody flesh) but it's mainly about how to inspire, to motivate, and or to build the students to be what they want.
     Is there any book talking about how to be patient? or how to be a friend, a father/mother, an inspiring figure, a boss (some time) in a time? Just let the time shows you (teachers) which is which. In other word, I would say that teaching is an art. You'll learn how to be or to do based on your experience learning. On an international seminar, one of my friend asked the expert how to teach low intake student. The speaker gave some methods and techniques to use, but he said that he had already applied them. He, then, told that the problem is not itself, so many external circumstances influenced the teaching learning process. Let me give illustration on what my friend said. I had taught in a remote area of my town, in a border area of East Kalimantan and South Kalimantan. My students go to school on boat, on foot, some on school bus of a palm company far away around the area. They go to school at six in the blind morning and go to their home at dark afternoon, in an exhausted condition they have to learn what they really know nothing about it. They know well how to count money but not at Mathematics. They know well about forest inhabitants but not at Biology. It's not a big deal to bridge the students background knowledge with the theory in books, but how to make the exhausted students to be motivated  is the challenge, and GIVE UP in trying to find an over coming is the real BIG DEAL. And of course, it is an art of teaching that has to be experienced by teacher.
     "Your students are growing trees from fragile seeds. They need times and caring to grow" this will guide you to be patient. Let your students well-motivated with "Goal in their lives.The goal is their dreams. Live their dreams to come true" in order they have something to achieve in future. Teachers have important role in making the students' dreams come true. You are your enemy, fight it! If you want to be a real teacher, you have to devote your time, your passion, your everything for your students. Everyone can teach on their own way, but not everyone can be a teacher in real meaning. Teachers are learner. They would open their eyes, ears, and minds for better future. Never call yourself as a teacher if you can't learn, if you can't change better, if you can't inspire, if you can't motivate.....but still teacher is not an angel. He is human being that, sometimes, makes mistake but don't take it for granted. Good Luck Teachers!
    
 

Facilitating students to speak

How to make students speak?
1. Guide them to make a big book as media
2. Make them compose the picture by painting or coloring picture in a drawing book
3. Give reasonable time based on students ability in mastering the story
4. Make them speak in front of the class voluntarily
5. Give assessment at the end of the activity

Sajak Guru Kepada Muridnya

Tak Perlu Kau Lihat Duka di Senyumku

 

Nduk! Kenapa engkau mencari duka di balik binar mataku? 

Kenapa engkau mencari rintih di balik tawaku? 

Aku sudah menggadaikan duka dan rintihku di perpustakaan kota. 

Agar aku bisa menuntunmu menggambar mimpi. 

Agar aku bisa belajar membaca arah angin, belajar mendengar rintih gerimis, 

belajar menjadi pohon yang besar. 

Semua pasti untukmu, Nduk! 

Bila cuaca berubah dan perahumu terdampar di bukit Nuh maka datanglah padaku. 

Akan kutunjukkan kemana arah angin berlari membawa mimpimu. 

Kala mendung tak sanggup menanggung dukamu maka datanglah padaku. 

Akan kutunjukkan padamu tempat berlindung saat gerimis telah menuai badai. 

Ketika terik hidup memagut ubun-ubun kepalamu maka mendekatlah padaku, 

ambilah sedikit keteduhan di kepalaku. 

Nduk! Tak perlu kau tenun saputangan sutera untuk menyeka letihku 

karena butiran peluh di keningku adalah benih cintaku. 

Tak usah mencari duka yang kukubur dalam senyumku karena akulah pemilik dukaku. 

Tak perlu kau dulang permata untuk melunasi hutangmu karena aku sekedar memberi. 

Telah kucukupkan dahaga hidupku dengan setumpuk buku dan senyum kecil di tepi bibirmu.

Sigam, 23 Februari 2011

Facilitating students to speak

My first Post

Hello World.....

It's an amazing world if we can share joys, experiences, moments and even tears one another. Hopefully, this small world becomes so precious on our point of views. We can weave the colors of difference into a beautiful world of our own.



Regards,